SAMPLE LESSON NOTES-WEEK 11

BASIC FIVE

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 SCHEME OF LEARNING- WEEK 11
BASIC FIVE
Name of School………………………………………………………………………….…………………
Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.1.10.3.4. B5.2.10.1.1. B5.3.10.1.1. B5.4.15.1.1. B5.5.10.1.1. B5.6.1.1.1.
Performance Indicator A. Learners can support ideas and points of view by integrating selected
visual and audio resources.
B. Learners can summarize level-appropriate texts/passages orally.
C. Learners can use prepositions to convey a variety of meanings.
D. Learners can write to friends about events using appropriate letter
formats.
E. Learners can use phonics knowledge to spell words.
F. Learners can read a variety of age- and level appropriate books.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Learners to sing songs and A.ORAL LANGUAGE Give learners task to
play games to get them ready complete while you go
for the lesson Through discussion, guide learners round the class to support
to select facts and ideas from one or those who might need extra
There Was a Crooked more sources such as print sources help.
Man" and non-print sources appropriate to
There was a crooked man, the purpose, audience, context and Have learners to read and
and he culture. spell some of the keywords
walked a crooked mile. in the lesson
He found a crooked sixpence Encourage learners to ask questions
upon a for clarity.
crooked stile.
He bought a crooked cat, Select a sample written speech and
which through discussion help learners to
caught a crooked mouse, identify discourse markers
And they all lived together in E.g. “Let us look at,” also, “ To sum
a little up,” “Finally”.
Crooked house.
Learners write and use the
appropriate words in both formal
and informal situations.
Tuesday Engage learners to solve this B.READING Give learners task to
riddle complete while you go
Present learners with a level round the class to support
There are three houses. One appropriate passage. Help them those who might need extra
is red, one is blue and one is through the difficult words by help.
white. If the red house is to explaining them in context.
the left of the house in the Have learners to read and
middle, and the blue house is Learners identify the most important spell some of the keywords
to the right of the house in ideas in the passage read and restate in the lesson
the middle, where is the white them in their own words.
house?
E.g. i. Can you retell the story?
ii. Who are the main characters?
 iii. What is the setting?
iv. What are the main events? (use
herringbone or story map as
strategies)
Wednesday Gather 20 objects that can be C.GRAMMAR Give learners task to
found in the classroom and complete while you go
lay them all out on the desk. Write examples of sentences to round the class to support
Show them all to the students illustrate this. those who might need extra
and then cover everything help.
with a blanket or a sheet after Have learners identify common
one minute. prepositions (on, in, near, under) in Have learners to read and
sentences. spell some of the keywords
Ask the students to write Let them use these prepositions in in the lesson
down as many items they sentences.
remember on a piece of
paper. Introduce prepositions that show
support or opposition in context.
Write a list of the items on E.g. for you, against you.
the chalkboard and allow
students to self-correct. Let them identify these prepositions
in texts they have read e.g. reading
passages, stories, etc.

Learners now write their own

sentences with the prepositions.
Thursday Get a viral picture, a trending D.WRITING Give learners task to
news on twitter, Facebook, complete while you go
YouTube and other social In groups learners are given samples round the class to support
media handles. of friendly letters. those who might need extra
help.
Discuss what is trending and Let them brainstorm and write the
invite learners to share their important features of the letter and Have learners to read and
opinions on them. other special things they identify in spell some of the keywords
the letters. in the lesson

Learners present their information

to the whole class to guide the class
to learn about such letters.

Guide learners in their groups to

choose an imaginary friend they
want to write to.
Friday Engage learners in a debate on E.WRITING CONVENTIONS & Give learners task to
the topic. GRAMMAR USAGE complete while you go
“should children be allowed (Spelling) round the class to support
to watch television or not at In groups, learners plan a spelling those who might need extra
all” activity. Each selects a number of help.
words. Learners create a context
E.g. i. It is eaten at Christmas. Have learners to read and
ii. It is made of flour, eggs, sugar etc. spell some of the keywords
iii. It is baked. in the lesson

Learners identify the word, say it,

spell and use it in a sentence. This is
a writing activity that can be done
among two groups.

The scores are recorded and the

champions rewarded.
 F.EXTENSIVE READING

Have learners read independently Invite individuals to present

Engage learners in the “popcorn books of their choice during the their work to the class for
reading” game
The rules are simple: One
library period. feedback.
student starts reading aloud and
then calls out "popcorn" when Assessment: Ask learners to write a- Have learners to draw parts
they finish. This prompts the next three-paragraph summary of the of the story
student to pick up where the book read
previous one left off.
Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page 108
Learning Indicator(s) B5.4.1.2.1. B5.4.1.2.2
Performance Indicator Learners can draw double bar graphs
Strand Geometry And Measurement
Sub strand Data Collection & Organization
Teaching/ Learning Resources Class registers, school based assessment
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Learners must count in Give students data presented in a Give learners task to
reverse, numbers in a range table about the tallest tree of each complete whiles you go
continuously without species in the Ghana. round to guide those who
breaking. don’t understand.
For example from (20 – 1).
Give remedial learning to
Divide the class into groups. those who may need special
One person from each help.
group countdown the range
without breaking.

The group with the highest

score wins!

Tuesday Engage learners to solve this Give students data presented in a Give learners task to
brain teaser table on rainfall in mm for two towns complete whiles you go
to draw a double bar graph complete round to guide those who
A farmer has 19 sheep on with title, labelled axes, key. don’t understand.
his land. One day, a big
storm hits and all but seven Give remedial learning to
run away. How many sheep those who may need special
does the farmer have left? help.

Answer: 7

Wednesday Engage learners to sing the Give students more paired data Give learners task to
song presented in tables. complete whiles you go
round to guide those who
WE CAN COUNT Ask them to study the paired data in don’t understand.
We class five the tables and ask them questions
We can count based on them. Also ask them to
write questions for their friends to
 We count 1,2,3,4,5 read and interpret the data. For Give remedial learning to
We count 6,7,8,9,10 instance some questions can be those who may need special
We class five can count very (i) In which subject was Fusena’s help.
well. worse performance?
(ii) How many pupils are in the upper
primary classes in Presby?
(iii) When was the best day for
Senasco shop?
Thursday Engage learners to solve this Ask learners to draw double bar Give learners task to
number pattern graphs complete with title, labelled complete whiles you go
axes, key for the paired data round to guide those who
If: 2+2=44 presented in the tables on don’t understand.
3+3=96 (i) percentage test scores of 2
4+4=168 students; Give remedial learning to
5+5=2510 (ii) enrolment in 2 schools in a town; those who may need special
sales of two of bread in two shops in a help.
Then: 6+6=? week; etc. used in a variety of print
and electronic media, such as
newspapers, magazines, and the
Answer: 3612 internet.
Friday Tell learners a few jokes to Provide opportunities for learners to Give learners task to
get their attention. access, read and interpret examples of complete whiles you go
double bar graphs used in a variety of round to guide those who
Call two learners to share print and electronic media, such as don’t understand.
their jokes as well newspapers, magazines and the
internet Give remedial learning to
those who may need special
help.
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page 32
Learning Indicator(s) B5.5.4.1.1
Performance Indicator Identify the impact of deforestation on climate change
Strand Humans & The Environment
Sub strand Climate Change
Teaching/ Learning Resources Pictures and charts.
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the lesson Put learners into groups and let Ask learners questions to
to learners. Students are to them discuss the importance of review their understanding
list all the words they trees in the environment. of the lesson.
associate with the topic to be
treated. Have learners write 3 facts
Ask them to put words of the lesson on a sheet of
together to form a definition paper and it in their pockets
and learn it on their way
home.

Take them on a trip around the

school environs and help them to
appreciate the importance of
trees such as provision of shade,
food, fresh air, production of
rain, etc.
Teacher writes and lets Learners brainstorm on what will Ask learners questions to
students see the answer on happen if people continuously cut review their understanding
the board, perhaps a picture down trees. of the lesson.
of object on the board.
The loss of trees and other Have learners write 3 facts
The students must come up vegetation can cause climate of the lesson on a sheet of
with questions in which the change, desertification, soil paper and it in their pockets
answer could be the object on erosion, fewer crops, floods and and learn it on their way
the board. increased greenhouse gases in home.
the atmosphere.
Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 41
Learning Indicator(s) B5.5.1.1.1
Performance Indicator Describe the economic exchanges between Ghana and her neighbors
Strand My Global Community
Sub strand Our Neighboring Countries
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and sing songs to Learners watch picture/videos Ask learners questions to
begin the lesson. of economic exchanges between review their understanding of
Ghana and her neighbors the lessson.
Using questions and answers, e.g. trade, work.
review the understanding of Give learners task to do
learners of the previous Learners describe the types of whiles you go round to guide
lesson goods exchanged between those who need help.
Ghana and her neighbors
e.g. tomatoes, onions, clothes
Play games and sing songs to Learners write essays on the Ask learners questions to
begin the lesson. importance of the exchange of review their understanding of
goods e.g. for food, clothes the lessson.
Using questions and answers,
review the understanding of Learners to role-play some of Give learners task to do
learners of the previous the economic exchanges whiles you go round to guide
lesson between Ghana and her those who need help.
neighbors.
Week Ending
Class Five
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 5.2.1.1:
Performance Indicator Discuss the importance of being a responsible member of the family.
Strand The Family, Authority & Obedience
Sub strand Roles Relationship in the family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and sing songs to Assist learners to explain a Ask learners questions to
begin the lesson. responsible person in the family. review their understanding
of the lessson.
Using questions and answers, Let learners describe attitudes
review the understanding of and behaviors that show that a Give learners task to do
learners of the previous lesson person is responsible. whiles you go round to
guide those who need help.
Ask learners to describe a
responsible family member:
- show commitment in family taking
activities,
- obedience to elders of the family,
- respect for family members,
- accepting responsibility
(performing assigned duties),
- taking initiatives,
- helping needy relatives, etc.
Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page 38
Learning Indicator(s) B5.5.3.1.1
Performance Indicator Explain why people were unhappy in the country after the Second
World War
Strand Journey to Independence
Sub strand The 1948 Riots
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put students into pairs and hand Show and discuss a Ask learners series of
out a wad of sticky notes to documentary on the general questions to review their
each pair. state of affairs after the Second understanding of the lesson
They write a word or statement World War.
relating to the lesson and put it –failure to honor the promises Ask learners to summarize
on their partners head. Partners to the ex-servicemen, lack of what they have learnt
are to guess what is written on adequate housing and high cost
the sticky papers. of imported goods etc. Give learners individual or
The learner who guess right home task
wins Discuss with learners when the
when was the Second World
War fought and highlights in the
documentary.
Engage learners to sing songs Learners to elaborate on what Ask learners series of
and play games to get them promises were made to the questions to review their
ready for lesson. Gold Coast soldiers who fought understanding of the lesson
in the war
Use questions and answers to Ask learners to summarize
review learners understanding in Discuss with learners why were what they have learnt
the previous lesson people unhappy after the war?
Give learners individual or
Discuss how government home task
handled their grievances at the
time.
Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B5.2.3.4. B5.2.3.5.
Performance Indicator Learners can plan a display of own portfolio of artworks to educate
and share creative experiences of artworks
Strand Visual Arts & Performing Arts
Sub strand Displaying and Sharing
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials
available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Show pictures and videos of Guide learners to plan an Teacher moves round the
the artwork to exhibit. arrangement of own artworks to class to monitor the
share, educate and inform the progress of learners in their
public on topical issues of the local sketches.
Engage learners to sing community.
songs about work. Encourage learners to come
Learners should select a theme for out with good sketches.
their art. E.g. go green or save
trees. Give out manual invitations
cards to learners to be given
to their parents.

Learners should plan their art in a

sketch form.
Show pictures and videos of Organize a place for the exhibition. Appreciate and thank
the artwork to exhibit. parents for their presence.
Invite other teachers to witness the
artwork. Set the stage for learners Let learners organize
Engage learners to sing to display their artwork. themselves to clean up the
songs about work. place after the exhibition.
Evaluate individual art and allow
pupils to talk about them in the
form of appraisal.

Discuss the moral lessons in the

song.
Week Ending
Class Five
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 61
Learning Indicator(s) B5.5.6.1.1-3
Performance Indicator Learners can exhibit knowledge of different types of conjunctions in writing.
Strand Writing Conventions/ Usage
Sub strand Use Of Simple & Compound Sentences
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Have learners play games and Let learners form simple sentences. Ask learners questions to
recite familiar rhymes to review their understanding of
begin the lesson Let them read the sentences as a the lessson.
group.
Using questions and answers, Give learners task to do
review their understanding of Use simple sentences to form whiles you go round to guide
the previous lesson. compound sentences on the board. those who need help.

In groups, let learners form compound

sentences from simple sentences.

Let learners present their sentences to

the class.
Engage learners to sing songs Let learners form simple sentences and Ask learners to summarize
and recite rhymes read them to the class. what they have learnt.

Hot Cross Buns Discuss conjunctions with learners. Let learners say 5 words they
Hot cross buns! Write some conjunctions on the board remember from the lesson.
Hot cross buns! and lead learners to say them.
One ha' penny. Two ha'
penny. Use different types of conjunctions to
Hot cross buns! form sentences.
If you have no daughters.
Give them to your sons Let learners form sentences using the
One ha' penny, Two ha' conjunctions.
penny.
Hot Cross Buns! Let learners understand different types
of conjunctions in writing.
Engage learners to sing songs Use different types of conjunctions to Ask learners to summarize
and recite rhymes form sentences. what they have learnt.
Round and Round the
Garden In pairs, let learners form compound Let learners say 5 words they
Round and round the garden sentences with conjunctions and read remember from the lesson.
Like a teddy bear. their sentences to the class
One step. Two step,
Tickle you under there.
Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 55
Learning Indicator(s) B5.5.4.5.4
Performance Indicator Distinguish between acts of physical courage and physically reckless acts.
Strand Values And Psycho-Social Concepts
Sub strand Group Dynamics
Teaching/ Learning Resources Pictures and Videos
Core Competencies: learners develop personal and social skills such as cooperation, fair- play, peace,
teamwork and cooperation.

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Learners identify the difference Ask learners to summarize
recite familiar rhymes to begin between physical courage as what they have learnt.
the lesson taking action but care and
physically reckless as taking Let learners say 5 words
Using questions and answers, action without care. they remember from the
review their understanding of lesson.
the previous lesson. The former has the key
characteristics of observing the
rules of the game or sports.
Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page 28
Learning Indicator(s) B5.6.10.1.1.-2
Performance Indicator Learners can recognize rules that governs the use of the internet.
Strand Internet And Social Media
Sub strand Network Etiquette
Teaching/ Learning Resources Mobile phones, Computer sets, modem and Pictures
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Show learners pictures or Guide learners to explain digital Use questions to review
short videos on current footprint. their understanding of the
trends of technology in the Digital footprints is the digital lesson
world. evidence of a person’s activities and
interactions with others on the Ask learners to summarize
Discuss what is trending and internet, mobile devices, etc. what they have learnt
invite learners to share their
opinions on them. Illustrate how to keep some
information from public when
Engage learners to play games using the internet.
and sing songs to begin the e.g. i. Not disclosing your passwords
lesson to others
ii. do not scam
iii. avoid phishing

Guide learners to avoid posting

personal information.